This paper reports on the analyses of concept maps on the nature of science constructed by preservice secondary science teachers (N=17) during a semester-long reflective process. Analysis of their electronic journals also provides hierarchical evidence. The research questions explored in this study pertain to determining the views of preservice secondary science teachers about the nature of science, documenting their use of concept mapping and electronic journal writing in exploring concepts related to the nature of science, and finding the kinds of evidence that the preservice science teachers used to support their arguments in the electronic journal writing. Results suggest that students rely frequently on solving a problem for themselves rather than look for evidence from research, theory, or authority. Also, students generally provide low levels of support for their ideas while carrying on their electronic discussions. Contains 19 references. (DDR)